Instruct the student to think of numbers as "pieces" of something. For instance, if posed with the problem 2 x 4 = ?, the student should begin by thinking of the numbers as representing cookies or pieces of cookies. Thinking of the numbers as physical objects helps students visualize the numbers and keep track of them as "real" things.
Ask the student to hold up her left hand directly in front of her.
Ask the student to hold up the same number of fingers as the first part of the problem. For instance, if the problem consists of 2 x 4, have the student hold up two fingers of her left hand.
Instruct the student to count one "set" on her raised fingers while "marking" each counted number with the index finger of her right hand. For instance, if the problem consists of 2 x 4, the student should count one set on her two fingers: she should say "one, two" (which equals one set) while pointing at the raised fingers on her left hand with her right index finger. Ensure the student's right index finger "crosses" her central field of vision because by doing so, she engages both sides of her brain, which helps with memorization.
Tell the student that she will count "X" amount of sets where the total number of sets equals the last number in the problem. For instance, if the problem consists of 2 x 4, the student will count 4 sets.
Have the student count an additional set on the same raised fingers starting at the next subsequent numbers. For instance, if the first set consists of "one, two," the next set will consist of "three, four" because three follows number two.
Have the student count additional sets on the same raised fingers until she's counted the entire number of required sets.
Tell the student the last number of the last set equals the answer to the problem.